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Vol.1 , No. 3, Publication Date: Aug. 8, 2014, Page: 61-68
 were assigned to the two different inquiry teaching techniques. A total of 195 randomly selected year two students in motor vehicle mechanic work students were drawn from all four technical colleges offering motor vehicle mechanic work in Ekiti State, Nigerian. 94 of the subject were assigned to experimental group A( Guided inquiry) while 101 were randomly assigned to experimental group B (Structured inquiry). The research instrument adopted for the study was the Motor Mechanic Psychomotor Achievement Test (MMPAT). The MMPAT items were adapted from the National Business and Technical Examination Board (NABTEB) CMV 14 (transmission system) and CMV 15 (suspension, steering and braking systems) past question papers. The instrument (MMPAT) contained list of specific practical tasks which students are expected to carry out and to be rated by the examiner was administered on both experimental groups before the commencement of treatment (pretest). It was later administered as posttest on the students in both the experimental groups after ten weeks of treatments. Two research questions and tree hypotheses were formulated to determine if there was significant difference in the achievement of the technical college year two students when taught motor vehicle mechanic work using inquiry teaching techniques. Gender difference in students’ performance was also determined. mean was used to answer the research questions while analyses of Covariance (ANCOVA) was used to test the hypotheses. Pre-test scores of the students were used as covariate to adjust for initial difference in the students. Findings:-Results from the study showed that the students in both experimental groups performed well, but that the students taught with guided inquiry techniques performed significantly better than the students in the structured inquiry experimental group. Further analysis revealed that there was a significant gender difference in the students’ psychomotor achievements in MVMW. Originality/value:-The article explores extensively on the possible implication of the study and addresses these to the teachers and school authorities.&picture=http://www.aascit.org/aascit/decorators/img/journal/910.jpg)
| [1] | Ogbuanya T. C., Department of Vocational Teacher Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria. |
| [2] | Ogundola Peter I., Department of Curriculum Studies, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria. |
Objective of the study:- The objective of this study is to determine the effect of inquiry techniques on the psychomotor achievement of technical college students in motor vehicle mechanic work in Ekiti State Nigeria. Design/methodology/approach:- A quasi-experimental design was used in this study. Specifically, the pre-test, post-test, non-equivalent control group design was adopted. The design was considered suitable to conduct the study because intact classes (non-randomized groups) were assigned to the two different inquiry teaching techniques. A total of 195 randomly selected year two students in motor vehicle mechanic work students were drawn from all four technical colleges offering motor vehicle mechanic work in Ekiti State, Nigerian. 94 of the subject were assigned to experimental group A( Guided inquiry) while 101 were randomly assigned to experimental group B (Structured inquiry). The research instrument adopted for the study was the Motor Mechanic Psychomotor Achievement Test (MMPAT). The MMPAT items were adapted from the National Business and Technical Examination Board (NABTEB) CMV 14 (transmission system) and CMV 15 (suspension, steering and braking systems) past question papers. The instrument (MMPAT) contained list of specific practical tasks which students are expected to carry out and to be rated by the examiner was administered on both experimental groups before the commencement of treatment (pretest). It was later administered as posttest on the students in both the experimental groups after ten weeks of treatments. Two research questions and tree hypotheses were formulated to determine if there was significant difference in the achievement of the technical college year two students when taught motor vehicle mechanic work using inquiry teaching techniques. Gender difference in students’ performance was also determined. mean was used to answer the research questions while analyses of Covariance (ANCOVA) was used to test the hypotheses. Pre-test scores of the students were used as covariate to adjust for initial difference in the students. Findings:-Results from the study showed that the students in both experimental groups performed well, but that the students taught with guided inquiry techniques performed significantly better than the students in the structured inquiry experimental group. Further analysis revealed that there was a significant gender difference in the students’ psychomotor achievements in MVMW. Originality/value:-The article explores extensively on the possible implication of the study and addresses these to the teachers and school authorities.
Keywords
Technical College, Students, Automobiles, Motor Vehicle Mechanic Work, Guided Inquiry, Structured Inquiry, Psychomotor Achievement
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